Self‐Construal,Career Decision Self‐Efficacy,and Perceived Barriers Predict Mexican American Women's Life Satisfaction

This study used the social cognitive theory of well‐being (SCTW; Lent, 2004 ) to examine the role of career decision self‐efficacy (CDSE), perceived educational barriers, and independent self‐construal on the life satisfaction of 176 Mexican American college women. A 3‐step hierarchical regression analysis indicated that independent self‐construal, CDSE, and fewer perceived educational barriers significantly predicted greater life satisfaction among Mexican American college women above and beyond the influence of socioeconomic status and generational status. These findings are consistent with SCTW and highlight the need for counselors and researchers to be aware of the role that self‐construal, CDSE, and perceived educational barriers can have on Mexican American women's life satisfaction. Implications for practice at the secondary‐school and university levels are discussed.     

Gay, lesbian, bisexual and transgendered (GLBT) experiences with Earth-spirited faith

Earth-spirited faiths (e.g., Pagan and Wiccan spiritualities) have been described as more affirmative toward gay, lesbian, bisexual, and transgendered (GLBT) members than mainstream Judeo-Christian faiths, but no research has explored Earth-spirited faiths' GLBT-affirming behaviors. This study investigated those behaviors as well as the faith experiences of GLBT Earth-spirited individuals. At time of coming out, participants who were affiliated with mainstream Judeo-Christian faiths reported greater faith conflict than those affiliated with Earth-spirited faiths; however, there were no differences in resolution of the conflict between the two groups, internalized homonegativity, or self-acceptance. In addition, Earth-spirited faiths engaged in many GLBT-affirming behaviors.     

Intimacy,rapport, and exceptional disclosure: a comparison of in-person and mediated interview contexts

While qualitative researchers increasingly accept online video interviews as a reliable method, many maintain concerns about rapport and data quality. Drawing on two separate interview projects conducted in private in-person settings, public in-person settings, and privately via Skype, we compare interview contexts with regard to rapport, suitability to sensitive topics, interview duration, and scheduling concerns raised by prior research. Analytical comparison of these two corpuses of data suggest, largely in contrast to previous literature, that (1) interviews conducted in private settings (either in-person or via Skype) result in more sharing of deeply personal experiences, and there is little difference in this exceptional disclosure between Skype and in-person private interviews; (2) interviewing via Skype produces neither reduction nor inappropriate excesses of rapport; and (3) Skype interviews are a popular choice among participants, did not result in shorter interview duration, and were not subject to greater rescheduling or cancellation.     

Cross Validation of the Gambling Problem Severity Subscale of the Canadian Adolescent Gambling Index (CAGI/GPSS) on a Sample of Ontario High School Students

This paper reports on the cross validation of the Gambling Problem Severity Subscale of the Canadian Adolescent Gambling Index (CAGI/GPSS). The CAGI/GPSS was included in a large school based drug use and health survey conducted in 2015. Data from students in grades 9–12 (ages 13–20 years) derived from the (N = 3369 students). The CAGI/GPSS produced an alpha of 0.789. A principle component analysis revealed two eigenvalues greater than one. An oblique rotation revealed these components to represent consequences and over involvement. The CAGI/GPSS indicated that 1% of the students fell into the “red” category indicating a severe problem and an additional 3.3% scored in the “yellow” category indicating low to moderate problems. The CAGI/GPSS was shown to be significantly correlated with gambling frequency (r = 0.36), largest expenditure (r = 0.37), sex (more likely to be male) (r = ?0.19), lower school marks (r = ?0.07), hazardous drinking, (r = 0.16), problem video game play (r = 0.16), as well as substance abuse. The CAGI/GPSS was cross validated using a shorted version of the short SOGS, r = 0.48. In addition the CAGI/GPSS and short SOGS produced very similar patterns of correlations results. The results support the validity and reliability of the CAGI/GPSS as a measure of gambling problems among adolescents.     

‘They were constantly on the losing side of things’: the pedagogical power of an African-American teacher candidate bearing witness in teacher education

The stories of students and teacher candidates of Color (Just as singular racial/ethnic identities are capitalized (i.e. African-American, Asian, Latina, Native American etc.), I capitalize Color to honor the various identities that many ‘non-white’ people hold near and dear. I recognize the nuances in doing so- such as the reality that the term ‘people of Color’ actually erases identity while the term also highlights a shared experience (though also nuanced) of being ‘non-white’ in a white supremacist society.) hold powerful lessons and insights for teacher education programs and educational reform efforts. Yet, rarely do educators and policy-makers solicit or critically engage the educational narratives of these stakeholders. In particular, research confirms that we know little about how students’ of Color educational experiences are impacted by race(ism) and culture and how those experiences subsequently inform their ideas about teaching. This study, framed by critical race theory (CRT), examines an African-American (African-American is used intentionally here as this is how Ariel identifies racially.) teacher candidate’s racialized K-12 and postsecondary school experiences to more fully understand the connection between lived experience and developing teacher identity. Ariel’s story reflects her own school experiences; her focus on her peers’ school experiences when asked about her own; and how those experiences, informed by race and culture, contribute to her development of pedagogy. Analytical considerations illustrate that memory and remembrance, witnessing and bearing witness, and testimony are deliberate and powerful acts in the development of pedagogy and should be central to teacher education curriculum.     

Predicting Follow‐up Outcomes in Emotionally Focused Couple Therapy: The Role of Change in Trust,Relationship‐Specific Attachment,and Emotional Engagement

Emotionally Focused Couple Therapy (EFT), an evidence‐based couple therapy (Johnson, Hunsley, Greenberg, & Schindler, 1999), strives to foster lasting change through the creation of secure attachment bonds in distressed couples. Although studies have demonstrated lasting change in follow‐up (Wiebe et al., in press), research is needed to investigate predictors of long‐term outcomes. Our goal was to investigate predictors of long‐term outcomes in relationship satisfaction. Relationship satisfaction was assessed across 24 months in a sample of 32 couples who received an average of 21 EFT sessions. Decreases in attachment avoidance were most predictive of higher relationship satisfaction across follow‐up. These findings support the theoretical assumption that EFT helps couples foster lasting change in relationship satisfaction through the facilitation of secure attachment bonds.     

Assessing the Gender Invariance of the Modern Homonegativity Scale

The measurement invariance of the Modern Homonegativity Scale (MHS) was examined among heterosexual female (n = 449) and male (n = 329) university students who were predominantly Mexican American. The MHS demonstrated full invariance of factor loadings and partial invariance of latent intercepts. At the latent mean level, heterosexual men compared to heterosexual women held more negative attitudes toward both gay men and lesbian women. There were no latent mean differences in attitudes toward gay men and lesbian women when rated by either heterosexual men or heterosexual women. The MHS can be used by heterosexual men and heterosexual women to assess their homonegativity.     

Implications of Ethnic Identity Exploration and Ethnic Identity Affirmation and Belonging for Intergroup Attitudes Among Adolescents

The present paper develops and tests two temporal models of the relationships among adolescents' ethnic identity exploration, ethnic identity affirmation and belonging, and attitudes toward their racial/ethnic ingroup and outgroups. Structural equation models for Euro‐Americans, Asian Americans, and Latinos revealed that all hypothesized relationships were positive and significant. The model in which ethnic identity exploration (at Time 1) predicts ethnic identity affirmation and belonging (at Time 2) was superior to the alternative model in which the relationship between them was reversed (i.e., affirmation and belonging at Time 1 predicts exploration at Time 2). Results (1) support the importance of exploration as a basis for establishing a secure attachment to one's ethnic identity, which, in turn, has positive implications for attitudes toward one's own group and other groups and (2) suggest that maintenance of ethnic identity is compatible with positive attitudes toward ethnic outgroups.     

Adolescent Weblog Use: Risky or Protective?

Weblogs, or personal websites updated in time-based fashions, are common media used for expressing thoughts and networking socially online (Lenhart et al. in Teens and social media, Pew Internet and American Life Project, Washington, DC, 2007). This qualitative study describes the content of 100 adolescent weblog users’ communications through a risk and resilience framework. These users primarily utilized weblogs for community building, as most of their postings involved communications designed to foster and nurture relationships with peers via the weblog. The majority of the content posted involved the discussion of common prosocial behaviors, such as doing homework, hanging out with friends, or planning for events such as dances. A surprisingly small amount of weblog content included text about risk factors and related problem behaviors. Findings are described in relation to adolescent use of the Internet. Specific implications are drawn for social workers and other professionals involved in youth work.     

The Legalization of Abortion and Subsequent Youth Homicide: A Time Series Analysis

In this article, we examine the association between the legalization of abortion with the 1973 Roe v. Wade decision and youth homicide in the 1980s and 1990s. An interrupted time series design was used to examine the deaths of all U.S. 15- to 24-year-olds that were classified as homicides according to the International Classification of Diseases (codes E960-969) from 1970 to 1998. The legalization of abortion is associated over a decade later with a gradual reduction in the homicides of White and non-White young men. The effect on the homicides of young women is minimal. We conclude that the 1990s decline in the homicide of young men is statistically associated with the legalization of abortion. Findings are not consistent with several alternative explanations, such as changes in the crack cocaine drug market. It is almost inconceivable that in the United States of today, policies affecting the choice to have children would be justified as a means to control crime. Yet, if the legalization of abortion had this unintended effect, the full range of policy implications needs to be discussed.